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Impact of faculty development programs for positive behavioural changes among teachers: a case study.

Shuh Shing Lee¹, Chaoyan Dong², Su Ping Yeo¹

¹Centre for Medical Education, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.

Korean Journal of Medical Education

|March 8, 2018

Summary

Faculty development (FD) workshops show educators move from ignorance to awareness and individualism to community. However, essential human elements like passion and openness to feedback are missing in current FD programs.

Keywords:

Case report Education Teaching Training Medical

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Area of Science:

Medical Education
Faculty Development

Background:

Faculty development (FD) is crucial for effective medical education.
Current FD evaluations often rely on immediate satisfaction, lacking behavioral change assessment.
There's a need for rigorous evaluation of FD impact on educators' behavior.

Purpose of the Study:

To explore the behavioral changes in educators after attending FD workshops.
To assess the impact of FD programs at the Centre for Medical Education, National University of Singapore.
To evaluate the feasibility of a case-study research methodology for assessing FD impact.

Main Methods:

A small-scale case-study design was employed.
Semi-structured interviews were conducted with six educators.
Focus group discussions with students triangulated the findings.

Main Results:

Educators demonstrated shifts in awareness, moving from ignorance.
Participants evolved from intuitive teaching to confirmed and expanded practices.
A transition from individualistic approaches to a community of practice was observed.

Conclusions:

FD workshops need to incorporate essential human elements.
Teacher-student interaction and educator character traits (passion, sacrifice, openness) are vital.
Current FD programs may neglect crucial aspects of becoming a good educator.